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Senior High School: 21st^ Century Literature Teaching from the
Philippines to the World
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I. LEARNING SKILLS A. Most Essential Learning Competency: Writing a close analysis and critical interpretation of literary texts and doing an adaptation of these require from the learner the ability to: a.) Analyze literary text in terms of its geographic, linguistic and ethnic dimension by applying a technique. B. Objectives:
- Identify the geographic, linguistic, and ethnic dimensions of literary text.
- Analyze a literary text using the formalist approach
- Appreciate the various dimension of literary text by examining the geographic, ethnic and linguistic dimension of literary test. II. INTRODUCTORY CONCEPT A. REMEMBER: Geographic dimension refers to the place where a piece of literature came from. For example, the classic song Matud Nila came from the Visayas region. The linguistic dimension of a piece of literature is somewhat related to its geographic origin. For example, if a poem is written using the Visayan dialect, most probably, it originated from the Visayas region. Note though that a particular region may have more than one dialect. Take as an example the Bikol dialect which may be classified into Bikol Sorsogon, Bikol Albay, Bikol Camarines Sur, and other dialects in the Bicol Region. Related to the geographic and linguistic dimensions of a piece of literature is its ethnic dimension which refers to the racial or cultural beginning. An Ilocano poem that makes use of the Ilocano dialect may most probably trace its origin to the Ilocano race and discusses things related to the Ilocano culture. We may, however, have pieces of literature written in Ilocano which discuss things that are not Ilocano in ethnicity. B. Analyzing a Text through Formalist Approach The text itself provides different information about the literary piece, how the author describes the setting will give us the geographical dimension of a literary text, the symbolism and theme provide us with knowledge on its ethnic dimension; and finally, the author’s diction, use of imagery, figures of speech and symbol contribute to its linguistic dimension. These dimensions can be analyzed through the lens of a formalist criticism. Formalist Criticism RO_English_Grade 12 21st^ Century Teaching from the Philippines to the World_Q1_LP 2
The Ivatan Meaning: Ivatan is derived from Marunong ( Filipino) and Chapatak (Ivatan) which literally means “someone who knows” Place of Origin :Batanes Also known as : “Home of the Winds” Topographic Description :Northernmost and the smallest province in the country. It encompasses then chief islands and three of it are occupied. Population :37. Religion : Today, the Ivatan are basically Catholic Livelihood : farming, fishing Famous For : Vakul and kinyaki (headdress), dakay (historical house) Languages :Ivatan, Ilocano, Tagalog, English Proverbs:
- Ivatan : Ipangudidi mu u mapya nanawu 2. Ivatan: Matakaw ava dimu u kasulivan English : Carry with you good teaching, English: Nobody can steal your knowledge always bear in mind sound advice. ⇒ Formalist Critics (or New Critics) focus on the formal elements of a work - its language, structure, and tone; they offer intense examinations of the relationship between form and meaning within a work, emphasizing the subtle complexity of how a work is arranged. ⇒ i.e.: how such things as diction, irony, paradox, metaphor, symbolism, plot, characterization, rhyme, or narrative technique develop the overall meaning of the piece. ⇒ A formalist reads literature as an independent work of art rather than as a reflection of the author’s state of mind or as a representation of a moment in history. Such things as biography, history, politics, and economics, for example, are considered far less important than the writing’s form. Words and images shape the work itself. Applying Formalism in Analyzing a Literary Text o Step 1 .The first step in the formalist approach is to read with an active and critical mind and paying attention to the details of the poem. o Step 2 .Next carefully examine how it is written in narrative form, or in stanzas. o Step 3. Note the word that appeals to the senses, more specifically look for images, similes, metaphors and symbols used in the literary text. o Step 4. Study who is narrating or telling what happens, who are the characters in the literary piece and how are these characters revealed to the readers. o Step 5. Finally, how these parts work together will tell you the theme and the message it conveys. It answers the question about what it is about. III. ACTIVITIES A. PRACTICE TASKS Practice Task 1 Directions: Study the information below and answer the questions that follow.
- Choose one geographical information about the Ivatan that excites you to explore and explain your excitement. Interesting Information: ______________ RO_English_Grade 12 21st^ Century Teaching from the Philippines to the World_Q1_LP 2
pare, we make them tuhog.
- Talaga, she said she'd sleep with you? Naman pare, when she says talaga, it mean's she's lying.
- Hey, wala namang like that-an! Source: Paolo Manalo Jolography, University of the Philippines Press, 2003 Using the following guide questions write a short analysis of the poem’s geographical, ethnical and linguistic dimension. Your analysis should be written in at least three paragraphs, be guided by the rubric provided on Part IV. Use a separate sheet of paper for your answer. Coñotations Analysis Guide questions Step 1. Note some details about the poem that made an impact on you while reading it. Step 2. Is the poem narrating a story, what story can you depict from the character's conversation? Step 3. List down images, simile, metaphors or symbolism used in the poem that depict geographic, ethnic and linguistic dimensions of the poem. Step 4. Who are the characters mentioned in the poem? List down the words that reveal the character’s traits. Step 5. What is the message being conveyed by the poem? B. ASSESSMENT 1.Which of these features of a text would a Formalist NOT be interested in? a. Structure c. Author’s biographical background b. Context d. Meaning of words 2.Which of the following appeals to the senses? a. Imagery b. Simile c. Symbolism d. All of the above
- In analyzing how the poem started with a rhetorical question you are looking at what aspect of the literary text? a. Form b. Setting c. Structure d. Symbol 4.Why does a formalist focus on diction, irony, paradox and narrative techniques in obtaining the meaning of a literary piece? a. A formalist considers the history to obtain meaning b. A formalist wants to examine how the work is arranged c. A formalist looks at how words shape the meaning of a literary piece d. A formalist believes that a literary piece is a reflection of the author’s mind
- What is revealed when imagery, character and setting work together? a. Form b. Structure c. Symbol d. Theme IV. RUBRIC FOR SCORING Points Value 5 3 1 Total Content/Ideas Writing is confident and clearly focused. Relevant details enrich writing Writing is purposeful and focused. Piece contains some details Writing is limited in communicating knowledge, with no central purpose Organization Writing includes a strong beginning, middle and end. Writing is confused and loosely organized. Writing is disorganized with no closure. Mechanics Consistent standard English usage A few errors (1- 2), but none Some errors are usage (3-4), spelling, RO_English_Grade 12 21st^ Century Teaching from the Philippines to the World_Q1_LP 2
There are no errors in: spelling, capitalization, and punctuation. major, in usage, spelling, capitalization, and punctuation. capitalization and punctuation. TOTAL: V. REFLECTION/COMMENTS/SUGGESTIONS What did you learn from this lesson? Is there any part of the lesson that you find difficult to understand? VI. REFERENCES: Books Lumbera, Beinvenido and Lumbera Cynthia Nograles. Philippine Literatue, A History and Anthology. Anvil Publishing, Manila Philippines 2005 Tayao, Ma Lourdes G., Alonzo, Rosario and Flores Eden Regala. 21st- Centure Literature from the Philippnes and the World for Senior High School. Gasulas Allen Montenegro,Mantarin Gerardo Gabriel et.al. Integrated English for Effective Communication in Creative Writing. Phoenix Publishing House, Manila Philippines 2017. Solmerano, Ernesto Thaddeus, OndevillaMiel Kristian et. Al. Creative Writing K-12 Basic EducationCurriculum Senior High School – Academic Track. OBE Publishing, Manila Philippines 2017. Diyanni, Robert. Literature Approaches to Fiction, Poetry, and Drama. 2nd^ ed. Boston: McGraw Hill, Prepared by: JOSEPHINE J. ALABIN – Teacher I Sorsogon NHS, SORSOGON CITY DIVISION Quality Assured by: CLEOFE D. ARIOLA, EPS Sorsogon City Division Janet F. Palle, Teacher II Sorsogon NHS APHRODITE A. BECHAYDA , Teacher III Vinisitahan NHS, Albay Division V. ANSWER KEY Practice Task 1
1. Answers may vary. Below is just an example: Interesting Information: That it is called “Home of the Winds” Reason: I am curious how they manage their daily lives and how the winds in _Batanes affect their lives.
- Answers may vary. Below is just an example:_ Yes, I agree with the statement “Nobody can steal your knowledge” because . Practice Task 2 _Answer to Practice Task 2 may vary on your interpretation of the poem.
- An old man, an Ivatan, a dying man.
- His loved ones
- dying, death RO_English_Grade 12 21st_^ Century Teaching from the Philippines to the World_Q1_LP 2